Technology Paper

 

 

 

 

 

 

 

Implementing Technology in Schools

                                                             Cristina L. Ramirez                               

University Of North Texas

SLIS 5720

Dr. Daniella Smith

 

Abstract

The needs of students are changing at a rapid pace.  Technology is changing at an even faster rate and it is up to teachers and librarians to keep up with the latest trends in technology.  Teachers and librarians are the key to the quality of education a student receives.   Technology in the 21^st century is a vital component to the success of students.  Educators must accept these technology trends and be willing to acquire training and implement the use of technology with their students.  The librarians role should include being accessible and be prepared to assist students when implementing technology in schools.  Therefore this means that teachers, librarians and other educators must embrace the Standards for the 21^st Century Learner and the ISTE NETS for teachers.

Keywords:  technology, education, teachers, librarians.

 

Introduction

Teachers and Librarians need to be active with technology literacy and they need to keep up with the changes that are constantly evolving.  Implementing technology in lessons is a great way to captivate student learners and to prepare students for the future.  Computers and technology are becoming the way of life.  Technology can be found on phones and other hand held devices.  People are no longer confined to a desk computer.   Students that are born into this generation are more advanced than older generations.  The older generations need to keep up with the latest trends to be able to teach and expose students that are anxious to work with technology. Some of the most recent technology revolves around blogs, social networks, texting and video sharing cites.  However, there is much more to technology than this. 

Benefits of Technology in Education

There are many reports and articles that indicate strong evidence that technology impacts student learning.  One of those reports is from the Software Information Industry Association, its states that technology is making a significant positive impact on education (SIIA, 2000). This article also shows substantial evidence that the effects of technology impacted student achievement, a positive attitude about learning, and the teachers professional development and decisions allowed students to work in a collaborative learning environment (SIIA, 2000).  All these contributing factors show a positive benefit of using technology in the realm of education.

Another area that technology has significantly impacted is the efforts of student’s performance on standardized tests (Mann, Shakeshaft, Becker, & Kottkamp, 1999). A study was done in West Virginia by the Basic Skills/Computer Education program and the finding in this study showed that effective use of technology led directly to significant gains in math, reading and language arts skills (Mann, Shakeshaft, Becker, & Kottkamp, 1999).  Even though this article is a bit old it stands to show the reason for having so much technology available for educators to use in today’s classroom. 

Technology is so diverse in today’s society, any subject can be found on the internet and technology can be applied to any subject.  There are many programs and tools that can be applied to math, science, social studies, language arts, music, art, and even sports. It’s up to the educators to open up the doors to technology so that students can benefit from this technology.

Technology Standards

There are three major standards that teachers and librarians should follow in order to implement effective technology use in the realm of education.  The standards are the American Association of School Librarians (AASL) Standards for the 21^st Century Learner, the International Society in Technology Education (ISTE) and the National Education Technology Standards (NETS).  All technology lessons should include these standards.  In order for the Standards for the 21^st Century Learner to be effective the librarian must work closely with teachers and should be able to provide a safe and up to date environment where students can work effectively.  Lessons should be geared to encourage critical thinking, drawing conclusions and students should be able to present or share their assignment.

Students of today are in a digital age and technology lessons have to be geared to support the digital age and the students learning and creativity. The proper way to implement NETS is to create lessons where students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources (ISTE NETS, 2002).  Students need to be able to think on their own by creating original work using technology.  The teacher must be able to create a well-developed lesson that emphasizes collaboration and maximizes content learning. 

Librarians Role

Librarians will always have the challenge of establishing the need for a library.  The role of the 21^st Century librarian must adapt, create and be able to inform students on how to use technology. This is the time where librarians can make a stand and become technology savvy leaders and show how to use proper technology tools to patrons, students, faculty and staff.  The librarian should not be seen as only a teacher, but a portal of ideas for patrons.  The librarian should be receptive to learn and become a leader to attract and aid individuals in a library setting.   

Librarian Technology Ideas

Technology should always fill a need and librarians should think realistically about which tools are actually needed in the libraries versus the ones that are found to be fun (Farkas, 2007).  Creating assignments or implementing technology tools such as setting up a Blog, Wiki or a Facebook page helps students to navigate through Web 2.0 tools. These particular tools are great so that students and staff can communicate effectively, post thoughts or learn of the latest news and updates.  Librarians can also introduce other ideas to teachers such as Animoto.com. This would be a great way to get teachers to assign a project using this tool instead of using a regular PowerPoint presentation.  This allows librarians to help students and teachers set up a more visual presentation using Web 2.0 tools.  Overall the role of a librarian in today’s society must be progressive to accept the growth of technology and implement activities to attract the”21^st-Century Learner” (Valenza, 2007).

Conclusion

            Technology is changing at a rapid pace and it is imperative that educators accept this reality.  It is crucial that students be knowledgeable and be fluent with technology applications and tools. Teachers and librarians must embrace the learning standards to effectively impact student learning in this digital age.  Proper implementation of the standards consequently affect student learning therefore it is necessary that proper information literacy skills be developed to keep every 21^st Century Learner in mind.

 

References

AASL Standards for the 21st-Century Learner, American Library Association, ( 2006) Retrieved November 27, 2012, from : http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards

 

Farkas, M. (2007). The Evolving Library. American Libraries, 38(6), 50.

MacKinnon, S. (2003, March). Technologies at Work (The West Virginia Story: Technology Advances Learning and Teaching). International Journal of Technologies for the Advancement of Knowledge and Learning. Retrieved November 27, 2012, from: http://www.techknowlogia.org/TKL_Articles/PDF/463.pdf

National Educational Technology Standards for Students in ISTE NETS Project (2002) Retrieved November 27, 2012, from: http://www.iste.org/standards/nets-for-students

 

Software & Information Industry Association (SIIA). (2000) Washington D.C. 2000 Research Report on the Effectiveness (7thth ed.) Retrieved November 27, 2012, from:  http://www.siia.net/estore/REF-00-summary.pdf

Valenza, J. K. (2007). You know you're a 21st-century teacher-librarian if…. Teacher Librarian, 35(1), 18-20.

 

 

Strength and Weaknesses After taking 5720

WOW... that is all I would like to say, but I know this is unacceptable. I thought I was technology savvy, boy was I wrong.  This class has given me an opportunity to explore, create and design many tools to help me with my career. I have learned so much with this class and I feel very comfortable with using all the tools that were introduced in this semester.  The fear of navigating the internet to find programs and to manipulate and use them to my advantage has been conquered.

Using technology is not just being able to create a PowerPoint or type up a few documents; It goes far beyond that.  The new age technology is far more advanced than what I have been using. It only takes a few moments to view tutor videos and begin to play with the program tools so that as a teacher or librarian can really maximize students learning potential. 

When I was a teacher my greatest complaint was not having the time to sit down and create online lessons because I truly believed it was to time consuming.  However, after taking this course many of the tools are very easy and user friendly and do not take that much time.  Time and having to learn web 2.0 tools was my greatest fear and now that I know how easy and fast it is I would not hesitate to incorporate more technology into a classroom setting.

I am no longer a teacher but there are many different lessons that I can create to help my students in the library so that they can have quality and technology lessons.  Now, that I do have a little bit more time in my day I feel that I can really focus on the quality of a lesson and really help and aid my students better.

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Utilizing Technology in Lessons

This blog is about a lesson that does not have students use technology in preparing their assignment. Below you will find the lesson that does not have technology integrated.  This lesson is geared to the Middle school environment therefore they should be getting hands on experience with technology.

Lesson Plan with no Technology:

#114. Creating a Colony

Social Studies, level: Middle
Posted by Nancy K. Graham
Tyler Street Christian Academy, Dallas, Texas
Materials Required: posterboard, basic Colony concepts, classroom space
Activity Time: 1 to 2 weeks
Concepts Taught: 13 original colonies, writing, brainstorming

For this activity, begin after you have introduced the basic ideas of the Thirteen Original Colonies. After you have discussed several new colonies, assign the students this project to be done in correlation with the Unit. Assign students to groups of 3 or 4. Present a criteria sheet containing the following assignments: Colony charter, rules, flag, manufactured product, a map showing their journey, and a diary of the trip. Have members assign parts to be done within the group. Assist the class each day with one of the assigned parts. Have students prepare for turning a section of the room into a colony. When the work is finished, allow students a day in class to set up their own colonies. The students will learn group cooperation as well as experiencing how it felt to be a colonist. If room permits, allow students to keep displays up and allow them to work in them for a while. It's amazing how they like having their own place to study!!!

Lesson Plan Website link:

http://teachers.net/lessons/posts/114.html

New Lesson plan using Technology:

The Materials section does not mention any technology or internet research therefore students would have to draw and hand write their assignment.  I would add internet research and a word processing program to this assignment.

The part that I would change to this lesson plan is the “criteria sheet” the assignment would need to be researched by using real pictures.  The pictures would need to be printed out and placed on the poster board. The best place for this would be using clip art or a database that does not infringe on copyright laws. There are several databases that our school has so that students can obtain pictures legally.  This is a great way to get students to start learning how to search for topics using databases and get accurate pictures to match concepts. I would also add, that the diary of the trip must be typed and printed out.  This also gives students an opportunity to use word processing tools, such as Microsoft Word, and how to modify fonts and use colors. Basically their poster board would not have any handwritten information.

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Copyright Lesson Plan Presentation Search

Copyright Lesson Plan - Group 4 ASSURE search

Copyright Lesson Plan using the ASSURE Model -

Group 4

Group 4 Members:
Kelly Navarro
Pamela Parisher
Rosanne Peragine
Cristina Ramirez
Edward Reagan
Leticia Rodriguez
Linda Rogers
Jose Santoyo
Rebecca Schwartz
Faina Tselnik
Gerri Walls
Shelli Webb
















Dr. Daniella Smith
SLIS 5720
Fall 2012
October 6, 2012
Group Assignment 1
Module 6

Analyze Learners

Learner’s General Characteristics:

Upon review of student records, the instructional unit will be for middle school students enrolled in Reading geared toward the average learner. There are 22 students, 9 female and 13 male, ranging from age 10 to 13 years from middle class families and varied ethnic backgrounds. It is believed that the gender and age differences will not have a significant impact on the students’ ability to engage in group work, their level of attention, or their willingness to participate in the lesson. Observation of prior student behavioral patterns has indicated that no major behavioral issues are expected to impact the lesson. The students are regular education students on or just above their reading level and have varying levels of academic ability and skills for using online resources and technology tools to produce and complete projects. The students have little knowledge of copyright rules, thus need to be familiar with the rules in order to successfully complete their final project for Mrs. Smith’s class in which they will demonstrate their new-found knowledge of copyright and fair use as well as safe Internet practices.

Specific Entry Competencies:

These students are in an age group that can well be considered digital natives. They have extensive experience in using the Internet for varying tasks, however they have little to no knowledge of copyright rules and procedures.

The students have received prior instruction and have working knowledge in and are able to do the following:

1. Basic computer skills

2. Keyboarding for inputting information

3. Use of a variety of technology resources

4. Use of the Internet and search engines

5. Independent and collaborative learning

Due to the strong influence of prior knowledge, it is believed that the students will have little difficulty with learning more about how to use the Internet and search engines, however they may have problems with the unfamiliar copyright material.

It can be reasonably assumed that the students have not yet mastered the subject matter to be presented.

Learning Styles:

The students have a variety of learning styles ranging from visual learners to auditory learners and some that are kinesthetic learners. The lesson incorporates activities that will address each of these styles of learning. The students are encouraged to use collaborative peer learning to enhance their individual learning. The students prefer using Internet resources for obtaining project materials and are motivated to use technology as part of the instruction. The students’ limited knowledge and understanding of copyright rules and Internet safety precautions may affect their attitude toward the material and their level of motivation and focus. Therefore, careful observation during the lesson by the educators involved will be necessary to ensure that students’ unique learning needs are being addressed. A rubric has been provided to allow students advanced knowledge of objectives and expected performance outcomes.

Prerequisite Librarian skills:

1. Collaboration of lesson plan with Reading Teacher

2. Knowledge of Copyright rules

3. Knowledge of Internet and search engines

4. Motivating and engaging learners

State Standards & Objectives

Curriculum Standards

According to the Texas Education Agency the following standards have to be in place:

“...Chapter 126. Texas Essential Knowledge and Skills of Technology Applications
Subchapter B. Middle School
126.12 Technology Applications (Computer Literacy), Grades 6-8
(c.) Knowledge and skills.

(3) Foundations. The student complies with the laws and examines the issues

regarding the use of technology in society. The student is expected to:

(A) discuss copyright laws/issues and model ethical acquisition and use

of digital information, citing sources using established methods;...”

National Technology Standards for Students

Per International Society for Technology in Education:
“...5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning

d. Exhibit leadership for digital citizenship. …”

Objective

Using the Internet, middle school students will identify at least 3 online resources including a photo, an audio file, and a video to demonstrate proper copyright use with 90% accuracy and apply this knowledge to their final Reading projects.

Select Strategies, Technology, Media, & Materials

Select Strategies

Teaching will be both teacher-centered and student-centered. Teacher-centered strategies will be used to present information on copyright to students. Student-centered strategies will be used to explore and practice using the rules of copyright and fair use. The ARCS model will be used as a basis to ensure that appropriate teaching strategies have been chosen. Students’ Attention will be gained with a short video introducing the concept of copyright. Relevance will be achieved by providing instruction that will assist the students with their final class projects. Student Confidence will be reinforced by successful completion of activities that show mastery of rules of copyright and fair use. Students will gain Satisfaction by creating a successful final project that contains content from the Internet that does not violate copyright.

Select Technology and Media

This lesson involves the use of Internet-connected computers, a web browser to access a video and websites on the subject of copyright, and a digital projector.

• Alignment with standards, outcomes, and objectives. The video and websites provide the necessary information for students to meet the TEKS objective requiring that students be able to discuss copyright laws/issues and model ethical acquisition and use of digital information.

• Accurate and current information. The video and websites chosen contain accurate and current information on copyright.
• Age-appropriate language. The video and websites utilize language appropriate for middle-school students.
• Interest level and engagement. The copyright video, which is geared toward younger viewers, is animated and engaging. The websites include interactive features that students will find interesting. The use of personal response systems is also a technology that easily engages students.
• Technical quality. The video and websites have superior technical quality.
• Ease of use. The websites are user-friendly and do not require any initial training. The personal response systems require only that students be able to push a button to elicit a correct answer.
• Bias free. The video and website are bias free.
• User guide and directions. There is no formal user guide. The students may ask each other, the teacher, or the librarian for help with technical difficulties.

Select Materials

The materials for this lesson will include:

• a short introductory video about copyright http://www.loc.gov/teachers/copyrightmystery/?#/copyright/
• a video demonstration called “Copyright Basics” http://www.youtube.com/watch?v=Uiq42O6rhW4&feature=related
• a Google Docs presentation created and presented by the librarian https://docs.google.com/presentation/d/1TqmfIeN0XB3ikdLMw2jsbb2JslG5cidV6JT0qHOv_Us/edit?pli=1#slide=id.p, and
• a worksheet created by the librarian to be completed by the students while exploring a website about copyright http://www.cyberbee.com/cb_copyright.swf

Utilize Technology, Media, & Materials

Preview the Technology, Media, and Materials

The librarian previews the copyright video, the websites, and the Google presentation to ensure that all are in working order.

Prepare the Technology, Media, and Materials

The librarian creates a worksheet to accompany the Cyberbee web site. The librarian also creates a document with instructions for the final assessment of the lesson and a rubric for grading the assessment.

Prepare the Environment

The lesson will take place in the computer lab. The librarian checks the Internet connections of the student and teacher computers. The librarian also verifies that the digital projector is in working order and that all students can view the screen during the presentation. Finally, the librarian ensures that students will have enough space and a location to save their final product for the lesson assessment.

Prepare the Learners

The librarian prepares the learners by introducing the lesson and the learning objectives. The librarian also distributes the worksheet to accompany the Cyberbee web site and the instructions and evaluation criteria for the final lesson assessment.

Provide the Learning Experience

The librarian begins the lesson by showing a short introductory video about copyright. The librarian will then show the Google Docs presentation and will guide the students through the completion of the Cyberbee web site worksheet. Finally, the librarian explains the final assessment instructions.



Cyberbee Website Study Guide: Copyright Rules

Please write the answers in this column.	Discuss with your tablemates the following points:
1. Why do we have copyright laws?	Discussion: 1a. Do you and your tablemates agree that copyright laws are necessary?
2. When you are working on your report, can you use an entire song or video to include in your report?	Discussion: 2a. With your tablemates, discuss why you think the government limited the amount of lyrics you can use in your report?
3. While working on my report, can I copy and paste written information and pictures from a website without crediting the website/author?	Discussion: 3a. How would you feel, if after spending hours on a song or a website, you found out that someone used your material in their report without giving you credit?
4. Is there information available to you on the internet for your report that does not apply to copyright laws?	Discussion: 4a. With your tablemates list three questions to keep in mind when wondering if the information on a website is free use.
5. Can you use pictures from the Smithsonian without worrying about copyright laws in your report?	Discussion: 5a. In general, materials in the public domain are located in what websites?

Require Learner Participation

Student Practice Activities

1. Students watch a video demonstration called “Copyright Basics” which introduces them to Copyright in order to further enhance their knowledge of proper use of materials.

http://www.youtube.com/watch?v=Uiq42O6rhW4&feature=related

2. Students watch a short introductory video about copyright http://www.loc.gov/teachers/copyrightmystery/?#/copyright/

3. After the Google Docs presentation “Copyright & Fair Use” https://docs.google.com/presentation/d/1TqmfIeN0XB3ikdLMw2jsbb2JslG5cidV6JT0qHOv_Us/edit?pli=1#slide=id.p, students will engage in a question and answer session with Mrs. Smith and the librarian.

4. A Cyberbee worksheet is used by students to demonstrate understanding and record answers throughout the video.

5. Students will complete the final assessment assignment.

Feedback

Mrs. Smith and the librarian will respond to students inquiries after both the video and Copyright Google Docs presentations. Students will be allowed to share their comments, questions or concerns with both instructors.Mrs. Smith will ensure that the Cyberbee worksheet is completed and that students have a clear idea on how to use copyrighted materials. If a pattern of confusion is detected by Mrs. Smith, she will work in a small group to reteach the students who lacked mastery of the lesson.

Evaluate & Revise

Assessment of Learner Achievement

A rubric will be provided for this lesson so that both Mrs. Smith and the librarian can assess students’ understanding of copyright. The rubric will determine whether the students can accurately identify sources that have copyright, properly recognize when to apply copyright rules, and evaluate whether the students accurately complete the student product according to the assignment criteria.

Rubric

Category	4	3	2	1
Identify	Student Identified several sources that have a copyright for each of the following: photo, audio and video.	Student identified only one source that has a copyright for each of the following: photo, audio and video.	Student is missing one source that has a copyright for each of the following: photo, audio and video.	More than one identified source is missing a copyright.
Recognize	Student recognized several copyright rules for each source.	Student only recognized one copyright rule for each source.	One copyright rule was recognized for one source.	No rules of copyright rules were recognized.
Assignment	Student found several sources for each of the following: a photo, an audio and a video for their presentation.	Student found one source for each of the following: a photo, an audio and a video for their presentation.	Student is missing a source for one of the following: a photo, an audio and a video for their presentation.	Student was missing more than one source for their presentation.
Requirement	All requirements were met and exceeded:. (watch video, watch presentation, complete Cyberbee worksheet and assignment)	Majority of requirements were met.	One requirement was not met.	More than one requirement was not met.

Evaluation of Strategies, Technology & Media

• Evaluate instructional strategies, technology used, and presentation delivered. Below is the evaluation form to be used to evaluate the the Cyberbee website and students’ usage. Mrs. Smith and the librarian emphasize the importance of copyright laws. They also discuss the significance of respecting other peoples’ material and using it with proper permission.

• Discuss with students how they felt using the Cyberbee website and whether the website was helpful. Engage teacher’s input regarding process, technology, and outcome.

Name: ______________________________________________ Date:_______________________

Evaluation Checklist: Cyberbee Website and Handout

Content and Layout:	Poor	Fair	Good	Excellent
Was website easy to access? Were questions understandable? Were answers understandable? Was vocabulary in the website understandable? Were questions helpful? Were answers helpful? Was the amount of time given appropriate? Did you like this website? Was the website user friendly? Were the questions on the handout understandable? Would you tell your friends about this website?	_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____	_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____	____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____	______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______

Did you have any unanswered questions about copyright? If so, Explain what questions you have. ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________

Circle One: Yes No

Comments:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Revision

Mrs. Smith and the librarian review students’ products to determine whether learning objectives were met. The Creative Commons website was used as a resource to ensure music, photos, texts and videos that students were planning to use in the Reading project did not violate any copyright rules. Open dialogue with students gauged areas of improvement. Mrs. Smith and the librarian also used the Evaluation Checklist: Cyberbee Website and Handout to determine whether revision of the lesson would increase students’ success.


References

Copyrightclear. (2010, September 24). Copyright Basics [Video file]. Retrieved from http://www.youtube.com/watch?v=Uiq42O6rhW4&feature=related

Creative Commons. (2012). Retrieved from http://search.creativecommons.org/

Cyberbee Interactive tool. (2012). Retrieved from http://cyberbee.com/cb_copyright.swf

Iste.nets·t. Advancing digital age teaching. (2008). Retrieved from http://www.iste.org/docs/pdfs/nets-s-standards.pdf

Library of Congress. (2012). Copyright. Retrieved from http://www.loc.gov/teachers/copyrightmystery/?#/copyright/

Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional technology and media for learning (10th ed). Boston, MA: Pearson.

Texas Education Agency. (2012). Texas Essential Knowledge and Skills for Technology Applications (Chapter 126). Retrieved from http://ritter.tea.state.tx.us/rules/tac/ch126.html